“The car of tomorrow” runs one of the most famous businesses in advertising. People used to believe that science would promise a future of endless spare time and very cheap electricity. Nowadays the scientists' predictions are a great deal less optimistic: a world challenged by climate change and decreasing resources.

    In fact, “the car of the future” is just a symbol of hope. Carbon emis-Investment in new technology to maximize efficiency (效率) and minimize environmental damage is not only cleaning up the automobile producers' act but is also setting an example to other industries.

    It's said that most cars of today run at about 15 per cent efficiency, which does highlight the potential (突显潜力) for improvement. Get it right, and we could continue to enjoy the freedom that comes with owning a car, without the worries.

    Of course, many advances have already been made. There's evidence that the buying public is eager to switch to cleaner, greener cars. And with petrol prices increasing there is no doubt that economical, efficient engines are going to be in ever greater demand.

    The good news is that we can all drive “the car of tomorrow” today, without having to worry about the purchase cost. By choosing our holiday hire cars wisely we can cut down on our fuel costs and experience an eco-friendly drive whether or not we have already made the commitment back home. What's more, we are caring for the beautiful places we love to holiday in. Hire a green car and you make a difference to the environment.

    Designers will always enjoy catching our imagination with “concept cars” that look more like miniature spaceships than anything you see on the highway. Whether vehicles as radical (激进的) as these creations will eventually become family cars remains to be seen. But, for the moment, there's no doubt at all what “the car of tomorrow” will be, and it's here today: something familiar and friendly that does its job with considerably less trouble and much greater efficiency than the car of yesterday.

    Three-quarters of a million tourists flock to the primitive, white beaches every year—but this booming industry has come at a price. When foreigners left the government struggling to cope with a stream of rubbish, their answer was to turn one of these islands into a dumping ground. Clouds of sharp, poisonous smoke rising from open fires, piles of rubbish made up of plastic bottles, crisp packets and consumer junk. It's a far cry from the white sands, crystal-clear waters and gently swaying palm trees that we associate with the Maldives（马尔代夫）, the beautiful paradise island holiday destination set in the Indian Ocean.

    Of its 200 inhabited islands, which are spread across an area of 35,000 square miles, 99 are dedicated resorts. Three-quarters of a million tourists visit every year—more than double the domestic population. Of these, over 100,000 travel from the UK. The capital, Malé, is four times more densely populated than London. Given these facts, it's hardly surprising that the Maldives on which has a waste disposal problem.

    What you are seeing here is a view of the Maldives on which no honeymooners will ever fix eyes. Four miles west of Malé is the country's dumping ground, Thilafushi—or Rubbish Island as it has simply become known.

    The country dumps upwards of 330 tons of rubbish on the island every day, a figure attributed largely to the tourist industry on which the chain of islands relies. Each visitor generates 3.5 kg of waste per day.

    Now, the government of the Maldives has banned the dumping of waste on the island, which is too late, due largely to an increase in the number of waste boats “fly-tipping”（非法倾倒）directly into the sea, fed up with waiting seven hours or more to offload their cargo.

    Educators across the US are calling for major changes to the admissions process in higher education. The Harvard school of Greduate Education, along with 80 other schools and organizations, released a report called "Turning the Tide Making Caring Common” in January, 2016. The report argues that the process schools use to choose students causes major problems.

    David Hawkins is the Executive Director for Educational Content and Policy at the National Association for College Admissions Counseling. Hawkins told Voice of America that most colleges and universities require many things from students when they apply. Schools usually ask for an essay describing a student's interests or why they want to study at that school. The schools also ask for letters from teachers or other responsible adults describing why a student is a good candidate. But, Hawkins says, the area that schools are most concerned about is a student's high school grades and standardized test results.

    The report suggests that paying attention to academic success over other qualities works well for some students but hurts others. In addition, academic success is not the most important quality a student should have. More attention should be paid to showing whether or not a student wants to do well in the world, according to the report.

    The report goes on to state that the best way to change the admissions process is by changing college applications. It suggests that schools should ask for evidence that students care about other people. But the report does have its critics. Bob Schaeffer, Public Education Director for the National Center for Fair and Open Testing, said that every few years, someone makes the same argument for changes, but no real change has happed yet. Even many of the schools that agree with the report still make no changes.

    Lloyd Thacker, Executive Director of the Education Conservancy, said that until a majority of schools agree to make the changes, there will still be problems. However, he said, the admissions process was better in the past. If bad changes can affect the process, so can good ones.

    I'd like to share a little story with you about something that happened when I was four. I remember it clearly. Our loving family dog was nearing the end of his life. My father picked him up and put him in a little bed we had made for him. Our dog, my companion, whom we had cared for, bit my father when he attempted to help him. How could he? Why? I couldn't understand it. I didn't like him anymore.

    I hadn't thought about that story for a long time but something that happened last week brought it back to me. I went to speak with a friend. When I knocked on the door, I met in an instant an angry look and a few harsh(尖刻的)words. When the door was slammed(砰地关上)in my face, I stood there shocked, and in a rush, I was reminded of my dog bit my father 20 years ago or so. What brought that story back was that same feeling of betrayal.

    Both stories taught me something the next day. You see, when I got up in the morning and was told my dog had died, it became clear to me that he must have been in great pain. For him to have bitten a family member, he could not have been himself. Much the same for the other story when I learned that my friend's wife had just left him.

    We are all beings of our environments, our opinions and feelings. And all of those things can cause you to say and do things that can't be understood by those who are not in the same situation with you.

    If you meet someone either behaving out of character or acting in a way that doesn't seem to fit the situation, put out your hand and be patient when you think it is least possible for him to do so. You may turn around a story that has a sad ending simply by your actions.

    We talk continuously about how to make children more "resilient (有恢复力的)"，but whatever we're doing, it's not working. Rates of anxiety disorders and depression are rising rapidly among teenagers. What are we doing wrong?

    Nassim Taleb invented the word "antifragile" and used it to describe a small but very important class of systems that gain from shocks, challenges, and disorder. The immune (免疫的) system is one of them: it requires exposure to certain kinds of bacteria and potential allergens (过敏原) in childhood in order to develop to its full ability.

    Children's social and emotional abilities are as antifragile as their immune systems. If we overprotect kids and keep them "safe" from unpleasant social situations and negative emotions, we deprive (剥夺) them of the challenges and opportunities for self-building they need to grow strong. Such children are likely to suffer more when exposed later to other unpleasant but ordinary life events, such as teasing and social rejection.

    It's not the kids' fault. In the UK, as in the US, parents became much more fearful in the1980s and 1990s as cable TV and later the Internet exposed everyone, more and more, to those rare occurrences of crimes and accidents that now occur less and less. Outdoor play and independent mobility went down; screen time and adult-monitored activities went up.

    Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangers turns out to be vital for the development of adult social and even physical competence. Depriving them of free play prevents their social-emotional growth. Norwegian play researchers Ellen Sandseter and Leif Kennair warned: "We may observe an increased anxiety or mental disorders in society if children are forbidden from participating in age adequate risky play."

    They wrote those words in 2011. Over the following few years, their prediction came true. Kids born after 1994 are suffering from much higher rates of anxiety disorders and depression than did the previous generation. Besides, there is also a rise in the rate at which teenage girls are admitted to hospital for deliberately harming themselves.

    What can we do to change these trends? How can we raise kids strong enough to handle the ordinary and extraordinary challenges of life? We can't guarantee that giving primary school children more independence today will bring down the rate of teenage suicide tomorrow. The links between childhood overprotection and teenage mental illness are suggestive but not clear-cut. Yet there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of experiences they need to become strong, we are systematically preventing their growth. We should let go­and let them grow.

    The Chinese invented paper in 105 A. D. They mixed the bark of a tree and rags (破布) with water, put a screen into the mixture, and lifted out a thin piece of wet paper. They dried the paper in the sun.

    The Chinese kept their secret of how to make paper until a war with Muslims in the ninth century. The art of papermaking soon spread throughout the Muslim world.

    The Mayan Indians in Central America and Pacific Islanders also discovered how to make paper, but their knowledge never spread to the rest of the world.

    For centuries, all paper was made by hand. Rags were the main material. Then a French scientist discovered that people could make paper from wood, too. Finally, in the eighteenth century, a Frenchman invented a machine to make paper from wood.